Abstract
The paper aims to identify the actual level of junior pupils’ project skills. The author theoretically justifies requirements for problem-setting, goal-setting, planning skills, describes the procedure to assess junior pupils’ project skills, provides a comparative analysis of 2018-2020 data provided by the Center of Education Quality Assessment of Krasnoyarsk Region. The data analysis indicates a substantial gap in the level of individual and collective competence, reveals project skills deficiency among 2nd-4th-grade pupils. The researcher develops and introduces into educational process assessment tools to evaluate junior pupils’ project skills, proposes an innovative approach to organizing their project activity, which constitutes scientific originality of the study. The research findings are as follows: the author identifies a substantial gap in the level of individual and collective competence in problem-setting, goal-setting, planning.
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